کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940165 | 1436369 | 2017 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Preschool executive functioning and literacy achievement in Grades 1 and 3 of primary school: A longitudinal study
ترجمه فارسی عنوان
عملکرد اجرایی پیش دبستانی و دستیابی به سواد در کلاس های 1 و 3 دبستان: یک مطالعه طولی
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کلمات کلیدی
عملکرد اجرایی، سوادآموزی پیش دبستانی، آمادگی مدارس،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
This longitudinal study examines the extent to which selected components of executive function (EF) measured in preschool children predict several indices of literacy-related achievement during primary school, controlling for general intellectual functioning and maternal education. Six EF measures were assessed in a sample of 5-year-old children (NÂ =Â 175). The literacy achievement (reading/spelling and reading comprehension) of the same children was then tested in Grades 1 and 3. Using previous results obtained from the same sample of children (Usai, Viterbori, Traverso, & De Franchis, 2014), two EF components (inhibition and working memory-flexibility) were obtained by means of a confirmatory factor analysis. A full structural equation model was used to test the hypothesis that these two EF components predict literacy achievement in Grades 1 and 3. The results indicate that whereas reading comprehension was uniquely predicted by the WM-flexibility factor in Grade 3, EF did not uniquely predict the reading/spelling factor in either grade.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 54, February 2017, Pages 184-195
Journal: Learning and Individual Differences - Volume 54, February 2017, Pages 184-195
نویسندگان
Valentina De Franchis, Maria Carmen Usai, Paola Viterbori, Laura Traverso,